In the state of Connecticut rubrics were formulated at the state level to guide the evaluations of classroom teachers and service providers (CSDE, 2017a, b). Educators have perceived the evaluation system as punitive and failing to provide them with feedback that is pertinent to their roles. Speech-Language Pathology, which is a shortage area in the state of Connecticut, is of concern (CSDE, 2023). Speech language pathologists (SLPs) have reported dissatisfaction with the value given to their roles in the schools (Farquharson, 2022), and have expressed desire to leave the profession (Edgar & Rosa-Lugo, 2007; Ewen et al., 2021). A recommendation to improving job satisfaction for this profession is using evaluations that are specific to SLPs (Farquharson, 2022). SLPs were surveyed to understand their perception of evaluations in Connecticut schools. Results suggest dissatisfaction with feedback, opportunities for professional development, and the document used for evaluation, which is perceived to inaccurately measure their work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]